norm-referenced

norm-ref·er·en·ced

(nōrm-ref'ĕr-ĕnst)
A psychometric property of a standardized test that compares a person's performance with those of the general population.
References in periodicals archive ?
A psychologist employs several methods for assessment such as an interview, observation, standardized norm-referenced tests and relevant information tools.
Fourth, decisions and recommendations are derived from psychological assessments that use a combination of methods, such as interview, observation, standardized norm-referenced tests, and relevant informal tools.
If the grades were norm-referenced, the number of grades A and A- should equal the number of grades D- and E.
Many of the students served by the Center have been labeled as "deficient" and "at risk" through their performance on norm-referenced assessments--standardized tests which are currently in use in student support services throughout the US.
Further, students in the treatment condition significantly outperformed their peers in control on a standardized, norm-referenced assessment.
Strong performing students who meet pre-determined thresholds on a nationally norm-referenced assessment will then be eligible to apply to Citywide and/or District G&T programs throughout the New York City school system.
Despite considerable progress advancing toward standards-based assessments, many medical educators remain heavily influenced by the long history of norm-referenced examinations and "normative thinking" in medical education.
To enroll a tax credit scholarship student, private schools would have to be accredited and annually administer a national norm-referenced standardized exam.
The norm-referenced standard setting method is used to identify certain number of best examinee from the group.
For example, raw scores and percentage-correct scores can be used to describe the student's current level of mastery, whereas norm-referenced scores, such as age- and grade-equivalent scores, standard scores, and percentiles, can be used to describe the student's performance relative to her same-age peers.
Emphasizing that assessment and intervention with under-prepared students must be based on scientific evidence, the book covers both norm-referenced and curriculum-based assessments and measurements and discusses the consequences of both types for ethnically, linguistically, and culturally diverse populations.
To do so, a norm-referenced test is almost always used, in addition to interviews and clinical observations (Chan & Chow, 2005).